培训两名严重智障青少年提问。
Training two severely retarded adolescents to ask questions.
机构信息
University of Kansas.
出版信息
J Appl Behav Anal. 1973 Winter;6(4):655-61. doi: 10.1901/jaba.1973.6-655.
Abstract
Two retarded boys were taught to discriminate items they knew how to label (training items) from items they did not know (probe items), to respond appropriately by naming any training items, and to ask a question about any probe items. The boys did not learn to question when appropriate questioning was modelled by the experimenter; however, when they were prompted and rewarded for asking questions about some training items, they then began asking questions about probe items. Both the modelling-and prompting-reinforcement procedures were introduced in an across-subject, multiple baseline design.
摘要
两个智障男孩被教导辨别他们知道如何标记的物品（训练物品）和他们不知道的物品（探测物品），通过命名任何训练物品来做出适当的反应，并对任何探测物品提出问题。当实验者对适当的提问进行示范时，男孩们并没有学会提问；然而，当他们因为询问一些训练物品而得到提示和奖励时，他们开始询问探测物品的问题。这两种示范和提示强化程序都是在跨被试、多个基线设计中引入的。
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